1. Introduction

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The image on the left is often used to demonstrate the importance of strong home-school partnerships to ensure academic success for students. It is widely believed that when families and schools work together, children tend to achieve more academically, have better attendance records, and possess higher levels of motivation and self-esteem. 

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It was not until my participation in class discussions and studying the content from this course, however,  that I realised how complex the relationship is between school and home. While family engagement and involvement are key to developing strong home-school partnerships, they are not equivalent to partnership. Home-school partnerships involve collaborative working relationships between families and schools (Hargraves, 2019). ​​

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​​To foster a collaborative approach when teaming with families there are some key guiding theories and principles one should consider. Policies and procedures in schools should be evaluated through a family lens and invitational education should inform our decisions in the development and implementation of new school policy and processes. Educators should be familiar with the ethical reasons for practising active empathy ideology with students and families and they should know strategies for maintaining open communication to create  positive outcomes during difficult issues and conversations. Understanding how the ecological and cultural nature of students within families impact our interaction with families is another key component of ensuring successful home-school partnerships and tools like the ecomap, routines-based-interviews and IEPs are valuable aids for supporting these relationships.

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In this paper, I reflect on my own practice and how the components of home-school partnerships outlined above shaped my practice towards establishing a more successful relationship with families at my school while also considering  bridging cultural differences in my context.

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Guiding Theories and Principles

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I have been an educator for almost 25 years and until very recently I held the opinion that when it comes to the formal education of the students in my care, I was the expert and parents who are not educators themselves. I based this on my own formal education and experience in the field of education. During my time working at international schools, I always felt that parents paid for quality education and when their child had learning needs, they expected the school to somehow fix the “problem”.

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Learning about the social model of disability in contrast to the medical model of disability in this course, had an immediate and significant impact on how I look at students with needs. I am deliberate about not using deficit language when speaking about students with disabilities and when discussing interventions to support students with learning or behaviour needs, I now consider how the environment and/or adults supporting the child can adapt to better suit the child’s needs.

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The social model of disability emphasises that disability is not an inherent characteristic of an individual, but rather, a result of the interaction between an individual and their environment. This model has a significant impact on home-school partnerships because it recognizes that the barriers to learning and participation faced by students with disabilities are not solely the responsibility of the student, but also of their home and school environments. As a result, the social model encourages collaboration and communication between parents, educators, and students with disabilities to identify and address the barriers that exist within these environments. By sharing knowledge, expertise, and resources, both parties can contribute to creating an inclusive and supportive environment that meets the individual needs of students with disabilities (Burke & Sutherland, 2004).

A strong home-school partnership based on the principles of the social model of disability also promotes empowerment and self-advocacy. By involving parents/guardians in decision-making processes and providing them with the necessary information and resources, they can better advocate for their child's rights and needs within the educational setting (Alquraini & Gut, 2012).

Knowing this has also impacted the way I look at the role of all parents at school, but especially the parents of children with disabilities. I now see parents as equal partners who hold valuable information about their child that will better support the school to plan effective interventions or support for their child. Learning more about Malcom Knowles work on Andragogy also helped me to see parents as learners whose learning is oriented towards problem solving and happens when there is a need to know something. I keep this in mind when inviting parents to learn more about their children's needs. 

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Policies and Processes

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In today's educational landscape, school policies and processes play a vital role in creating a conducive environment for parent involvement and inclusive education. Considering families in policies and procedures is crucial for schools to create inclusive, equitable, and effective learning environments. By viewing policies through a family lens and employing invitational education practices, schools can actively involve families in decision-making processes and create policies that better support students. It is important for schools to value and seek family perspectives, as they provide valuable insights that can enhance the educational experience for all students.

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A change in leadership at my school just before the pandemic in 2020, followed by online learning during the pandemic and then returning to school under strict standard operating procedures all contributed to the development and implementation of policies and processes that, based on the information above, are not very inviting for existing or new families. Policies related to safeguarding have been revised to prevent parents from accessing the school campus during school hours without an appointment where, in the past,  parents could walk into school at any time. A quick glance at the school’s inclusion policy provided more evidence that my school’s policies and processes are not inviting. Deficit language is used throughout the document which is not aligned with the school’s stance on inclusion and belonging. A review of school policies will be part of the self-study process in preparation for an re-accreditation visit at the end of the school year and I plan to provide written feedback about how we can improve our policy documents so that they reflect the true ethos of the school and to ensure that this is done through a parent lens and invitational education.

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Having Difficult Conversations

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By the nature of its name, difficult conversations are never pleasant to have. In my role as a school leader, I need to have challenging conversations from time to time. I do not find them that difficult anymore as I have learned strategies over the years to get the important points across in a clear and concise manner while also being aware of how the other person is responding to the message. I naturally operate from a place of empathy and as the module suggests, being empathetic is key when one engages in difficult conversations.

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The importance of empathy was also highlighted in the article, '’Rethinking Denial,' where the authors (Gallagher et al., 2002, 1-6) beg educators to reconsider the use of 'in denial' to describe families who are coming to terms with their child’s disability. Since reading the article, I have gone back at least twice to remind myself of the ways to develop empathy for families in this situation. They are: 

• Support parents’ hopes and dreams for their child.

• Suspend judgement of families and their behaviour.

• Be patient. People need time to find their own personal way through unexpected events.

• View this time as an opportunity to strengthen trust.

• Educate other professionals and family members to rethink denial.

 

Empathy is also the foundational principle in another resource that was introduced in this module. "Nonviolent Communication: A Language of Life" by Marshall B. Rosenberg introduces a communication model aimed at promoting compassion, connection, and understanding among individuals. The book emphasises the importance of empathic listening, expressing oneself authentically, understanding others' needs, and resolving conflicts peacefully. I am very emotional and work hard to manage my emotions in situations where an emotional response might not seem appropriate. The four components introduced in this book; observing, feeling, needs, and requests, help me tremendously during challenging situations. I have learned to express myself honestly and to practise deep listening when I am in challenging conversations with colleagues or families. A recurring theme in the module on having difficult conversations seems to be empathy. The following line from the book is probably the best way to summarise the module: Empathy is not about fixing or changing the other person. It’s about understanding and accepting them as they are. When you can do that, connecting with them is much easier (Marshall B. Rosenberg, 2015). 

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Valuable Tools

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In addition to the tools for supporting difficult conversations, ecomaps and routine-based interviews are valuable tools that can support the development of stronger home-school partnerships. 

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Ecomaps are graphical representations that visually depict the connections and interactions between an individual and their surrounding systems, including family, school, and community. Ecomaps provide a holistic view of a student's life, helping educators identify strengths, challenges, and support systems within the family unit (Bronfenbrenner, 1979). By understanding the family's interrelationships, educators can tailor their approaches to better connect with families and develop initiatives that meet their specific needs. 

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Routine-based interviews on the other hand are structured interviews that explore the daily routines and activities of a student and their family. These interviews assess various aspects such as sleep patterns, mealtimes, recreational activities, and homework routines (Dunst & Bruder, 2005). 

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Soon after we learned about these tools in one of the online sessions, I was in a meeting with an anxious parent trying to better understand the underlying cause of the anxiety she has around her son being in school. I knew that the boy has some medical diagnosis but did not know more about the family. I suddenly remembered about ecomaps and decided there and then to create one for this family. I explained to the parent what it was and with her permission we continued to create a map representing the ecology of her family. I was astounded how well it worked and how much information I was able to gather about this family that I could then use to plan some scaffolds and interventions to support the mother with her anxiety. It also gave me a much better understanding of the reasons behind the mother’s anxieties.

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I can see how these tools can enhance the home-school partnership as they allow educators to take a strengths-based approach. By focusing on the family's resources and daily routines, educators can leverage these strengths to foster a collaborative and supportive relationship with families (Dunst & Bruder, 2005). This approach helps build trust and ensures that students' educational experiences are aligned between home and school.

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I have not tried conducting a routines-based interview yet. but will definitely do so soon as it seems like an even more comprehensive picture of a family's routines, strengths and challenges. By understanding these routines, educators can identify opportunities to support learning and build partnerships with families. 

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Bridging Cultural Differences

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Cultural differences play a significant role in shaping home-school partnerships. When teaming with families, schools need to deliberately consider the cultural differences that exist among the parent body and actively seek ways to ensure that these are bridged in a way that gives all families a place at the table. 

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For the past three years, I have been part of a steering committee exploring diversity, inclusion, equity, justice and belonging  (DEIJB) in our context. Some of this work involves evaluation DEIJB in our setting, identifying developmental needs among staff and strategically planning to strengthen our work in these areas. The largest aspect of this work, however, is the learning and unlearning that needs to happen to ensure that every member of the school community can show up as their authentic selves every day and experience a true sense of belonging. 

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One of the most common challenges international schools face is finding an effective communication strategy that allows all members of the community to receive key information. The challenge around communication is broader than only the fact that not all families are proficient in English, often the language used for communication. In some cultures, direct and assertive communication is valued, while in others, indirect and harmonious communication is preferred (Chen & Trusty, 2016). These disparities can lead to misunderstandings, misinterpretations, and even conflicts between parents and educators. Cultural differences also influence parental involvement practices. In some cultures, parents are expected to have limited involvement in their child's education and trust the school completely while other cultures highly value active parental involvement and engagement. These differences in expectations can create challenges in establishing a balanced and productive home-school partnership. 

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To mitigate the challenges outlined above, it is essential for educators to undergo cross-cultural training and develop cultural competence, enabling them to effectively navigate these differences and adapt their communication approach accordingly. Also, educators must acknowledge and appreciate diverse parental involvement practices, providing flexibility and support to accommodate varying levels of participation (Trusty & Chen, 2016).

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On our learning journey in this area at my school, we have come to the conclusion that a mindset of cultural humility and empathy helps foster an environment where all identities and cultures are valued and respected. We aim to learn from other cultures rather than about them. Families and students are treated as resources and we create opportunities in the curriculum where students and/or families from different backgrounds provide a different perspective on the content covered. By doing this we not only avoid tokenism but each student gets an opportunity to celebrate their heritage, a key aspect of their identity, while also learning from other students from cultures other than their own. This in turn prepares students to take their rightful place in a diverse world as empathetic and considered adults.

 

Conclusion

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The recurring theme from this course is the importance of empathy when teaming with families. Educators need to take the time to actively listen to families to understand their concerns but also to gather valuable information that could be used to plan effective interventions. A key takeaway from this course, for me personally, is that parents are the experts of their children and know them much better than we as educators ever will. This course had a profound impact on how I view disability, how I view families and how I communicate with them. From making sure I include an agenda when confirming a meeting with a family and letting them know they could bring another person to the meeting to co-constructing solutions for challenges families face or concerns they might have, my interactions with families has taken on a different form since I completed this course. I understand the guiding theories and principles related to effective home-school partnerships. The course has equipped me with tools and strategies to identify the areas for improvement in my school related to teaming with families. A next step will be to share the rationale behind any improvement to policies and processes with key people in the school in order to get buy-in before starting work on a change management plan that will ensure strong and sustainable partnerships with all our families
 

References

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Bronfenbrenner, U. (1979). The ecology of human development: Experiments

Chen, G., & Trusty, J. (2016). Cultural Diversity in the Classroom:  Parent–Student–Teacher Interactions. In Oxford Research Encyclopedia of Education.

Gallagher, P. A., Fialka, J., Rhodes, C., & Arceneaux, C. (2002, January 1). Rethinking denial. Young Exceptional Children, 5(2), 1-6. https://journals.sagepub.com/toc/yeca/5/2

Hargraves, V. (2019, April 8). Home-school partnerships: What the research says - THE EDUCATION HUB. The Education Hub. Retrieved October 12, 2023, from https://theeducationhub.org.nz/home-school-partnerships-what-the-research-says/

Rosenberg, M. B. (2015). Nonviolent Communication: A Language of Life (3rd ed.). PuddleDancer Press.

Dunst, C. J., Bruder, M. B., & Espe-Sherwindt, M. (2014). Family Capacity-Building in Early Childhood Intervention: Do Context and Setting Matter? School Community Journal, 24(n1), 37-48. https://eric.ed.gov/?id=EJ1032240